COURSE TITLE:

WRITING STRATEGIES THAT WORK FOR EVERY CLASSROOM

NO. OF CREDITS:

3 QUARTER CREDITS
[semester equivalent = 2.00 credits]

WA CLOCK HRS:  
OREGON PDUs:
30
30

INSTRUCTOR:

Stacey Shaw
stacesha@gmail.com

 

COURSE DESCRIPTION:

Every teacher knows those students who love to show what they know by speaking, but struggle to produce writing that reflects their understanding. We have all encountered students who lack confidence in their writing or who struggle with it to the point that they stop trying to improve in this area. The best way to engage less confident writers is to give them something powerful to think about.
The Discourse and Writing Cycle explores writing as a means to focus student thinking, fuel deeper learning, and build complex understanding in English, social studies, math, and science. This course will help teachers to implement strategies that support young writers to unlock their own writing skills and abilities. Students will learn to use discussion to connect their thinking to inspired writing.

This course is appropriate for 4th through 12th grade teachers. Required text: The Better Writing Breakthrough Connecting Student Thinking and Discussion to Inspire Great Writing, is approximately   $20 to $25 used/new through Amazon or another bookseller of your choice.

 

LEARNING OUTCOMES: Upon completion of this course, participants will have:

  • Understood the explicit use of discussion strategies to enhance student writing.
  • Demonstrated knowledge of the theory and practice of the Discourse and Writing Cycle.
  • Demonstrated understanding of a variety of practical instructional methodologies to deepen student thinking and written work.
  • Evaluated their own use and understanding of Socratic seminar and discussion practices in language arts instruction.

COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.


HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.




 

UNIVERSITY QUARTER CREDIT INFORMATION

REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

  1. Completion of Information Acquisition assignments 30%
  2. Completion of Learning Application assignments 40%
  3. Completion of Integration Paper assignment 30%



 

CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.

ADDITIONAL COURSE INFORMATION

REQUIRED TEXT

The Better Writing Breakthrough: Connecting Student Thinking and Discussion to Inspire Great Writing  ISBN# 1416618848 by Eleanor Dougherty, Laura Billings, Terry Roberts. 

None. All reading is online.

MATERIALS FEE

Text, The Better Writing Breakthrough: Connecting Student Thinking and Discussion to Inspire Great Writing is approximately $20 to $25 from Amazon.com.

QUALIFICATIONS FOR TEACHING THIS COURSE:

Stacey Shaw, M.Ed. has years of experience as an instructor at the middle school and elementary school levels. She has taught all ages, from kindergarten through college in subjects ranging from English Language Arts and Social Studies to English as a Second Language and Spanish. 

Stacey learned a second language as an adult and understands first-hand the processes involved in second language acquisition. She has a passion for language and a track-record of developing highly successful ELL and Spanish literacy programs for second language learners.

Stacey received her Bachelor of Arts from The Evergreen State College in 1992. Her undergraduate studies focused on bilingual education, Spanish language, and Latin American Studies. She received her Master of Arts in Education from Prescott College in 2003. Stacey is currently working on her Doctorate of Education at Lewis and Clark College.

BIBLIOGRAPHY

WRITING STRATEGIES THAT WORK FOR EVERY CLASSROOM

Walsh, Jackie Acree, Sattes, Beth Dankert. Questioning for Classroom Discussion: Purposeful Speaking, Engaged Listening, Deep Thinking, Association for Supervision & Curriculum Development, 2015, 223 pages, ISBN 978-1416620983  This text offers excellent strategies to engage students in discussion that will greatly enhance critical thinking and promote higher level written work. 

Hochman, Judith C., Wexler, Natalie. The Writing Revolution: A Guide to Advanced Thinking Through Writing in All Subjects and Grades. Jossey-Bass; 1 edition, 2017, 312 pages. ISBN 978-1119364917 The Writing Revolution gives  clear, coherent, evidence-based methods of instruction that you can use no matter what subject or grade level you teach.

Serravalo, Jennifer. The Writing Strategies Book: Your Everything Guide to Developing Skilled Writers,  Heinemann, 2017, 424 pages, ISBN 978-0325078229 

Cruz, M. Colleen. The Unstoppable Writing Teacher: Real Strategies for the Real Classroom, Heinemann, 2015, 176 pages, ISBN 978-0325062488

Gallagher, Kelly. Write Like This: Teaching Real-World Writing Through Modeling and Mentor Texts 1st Edition, Stenhouse Publishers; 1 edition,  2011, 272 pages, 978-1571108968